Approaches to learning outcomes. The quality system of education

7/29/2019 Approaches to learning outcomes. The quality system of education

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Lomonosov

Moscow State University

Faculty of

Computational Mathematicsand Cybernetics

Approaches to learning

outcomes.The quality system of

education

V.V.Tikhomirov and A.V.Razgulin

INARM Webinar

Moscow - 20.03.2013
http://inarm-project.org/


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Applied Mathematics and

Informatics

Fundamental Informatics and

Information technology

CMC MSU B.Sc. and M.Sc. training Directions


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The system of quality assurancefor the Applied Mathematics and

Information Technologies should meet

Qualification characteristics of a

graduate (CS 2013)

based on the followinggeneral principles


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General principles

1. Technical understanding of

computer science.

Graduates should possess an

understanding of computer science

as described in the kernel of

knowledge.


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2. Familiarity with commonthemes and principles.

Graduates need to understand a numberof recurring themes, such as abstraction,

complexity and evolutionary change, and

a set of general principles, such as thejoint use of shared resources, security,

and parallelism.

General principles


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3. Recognition of therelationships between the theory

and practice.

Graduate program in applied

mathematics and information

technology must be understood as thetheory and practice of influence on each

other.

General principles


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4. System level

Graduates should think at different levels ofabstraction. The skills must exceed the level ofdetailed understanding of the implementation ofvarious particular components in order to coverthe whole structure of computer systems andprocesses in the framework of their constructionand analysis.

They must recognize the context of computersystem operating, which includes interactionswith the people and the physical world.

General principles


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5. Problem-solving skills

Graduates must understand how to apply the

knowledge they have acquired to solve real

problems, not just write code and move bits.

Ability to realize that there are several solutions

to this problem, and that the choice betweenthem is not a purely technical activity, as these

decisions will have a real impact on people's

lives.

General principles


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6. Project experience.

In most cases, it means the experience of a real

software development project. Also there areother experiments, for example, social projects.

Students should have the opportunity to

develop their interpersonal skills, as part of theirexperience of working in a big project.

General principles


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7. Communication andorganizational skills.

Graduates should be able to:i. make briefpresentations to various

audiences about technical problems and

their solutions;

ii. work effectively as a team member;iii. manage their own learning and

development, including time

management, priorities and progress.

General principles


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8. Awareness of widespread useof computing.

The rapid development of ICT platforms

ranging from embedded micro-sensors tohigh-performance clusters and distributedcloud computing applications affects almostevery aspect of modern life.

Graduates need to understand the widerange of features available in computerscience.

General principles


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9. Assessment of subject-

specific knowledge.

Graduates must understand that Computer

Science interacts with many different scientificand applied areas. Solutions to manyproblems require knowledge and skills in highperformance computing.

Thus, graduates must be able tocommunicate with and learn from expertsfrom various fields throughout their careers.

General principles


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For the evaluation of students

Universities create Data Bases of

assessment tools:

1. electronic data bank;

2. bank of certification tests;

3. tasks for independent off-class work;

4. collections of project tasks;5. lists of abstracts;

6. topics of course and Diploma final work.

The elements of the system of quality

assurance


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In particular, these Data Bases

may contain:

checklists and sample assignments forpractical training, laboratory and tests,

workshops, tests and examinations, tests and

computer testing programs; approximate

subject course works (projects), reports, etc.,

as well as other forms of control, aimed to

assess the competence level of students.

The elements of the system of quality

assurance


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The following types of control areutilized during training process:

- oral examination;- written work;

- control by means of special hardware

and information systems.

Types of control


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Each type of control is allocatedaccording to the method of detection

for the competencies formed:

During the conversation between a teacher

and student;

In the process of creating and testing written

materials; Using computer software, equipment,

facilities, etc.

Types of control


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Oral exams

i. intend to evaluate students

knowledge and outlook;

ii. ability to construct a logically correct

answer;

iii. possession monologue speech andother communication skills.

Oral examination


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Written exams

i. save teacher time;

ii. test the validity of assessment;

iii. reduce the degree of subjectivity to

the evaluation of the student's training

due to its individual characteristics;

iv. less flexible way to control than theoral exams.

Written forms of control


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Application of IT provides:

- quick and efficient delivery for an objective

information on the assimilation of current

training material while the training process;

- creation of the detailed and personalized

report for evaluation of training results and

rapid adjustment of learning processes;

- the formation and accumulation ofintegrated

(rating) evaluation of students' progress in all

subjects and modules of the training program;

IT and information systems as control tools


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- impart practical skills of working with

information resources and facilities;

- ability ofself-control and motivation of

students during independent off-class work;

Each type of control is performed with the

appropriate forms, which can be the same for

several controls. Accordingly, several controlspecies can be combined in some forms of

control.

IT information systems as control tools


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Interview

Colloquium

Test

Control work

Standings Exam (on discipline, module, HAI)

Lab

Summary

Report (by practices, research work) Course work

Final qualifying work

Forms of control


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Certain competencies are

acquired in the course of

laboratory work, writing essays,

internships, etc.

Control of their progress is applied

in the form of lecturer audit of theresults of the work and issuing

assessment.


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Written work may include:

tests;

control of work;

essay;

abstract;

coursework;

practice report; reports on students scientific research .

Written forms of control


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According to the purpose, timing and content,

exhaust B.Sc. work is a training andqualification work of undergraduate.

It is designed to identify the preparation level of

graduates able to continue their education onthe educational-professional program of the

next step.

Final work must be related to the elaborating of

specific theoretical and practical issues of the

research, teaching and otheractivity conducted

by the department.

Final work


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THANK YOU!

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Approaches to learning outcomes. The quality system of education